The effectiveness of the Barton's intervention program on reading comprehension and reading attitude of students with dyslexia

Objective: The current research tested the differences in reading attitude and reading comprehension in the dyslexic students between the control group and the experimental group following the Barton intervention program. Methods: Dyslexia screening instrument and reading text were employed in order to identify dyslexic students. The population of the study included 138 dyslexic students studying in schools in Ilam, Iran. From this population, 64 students were randomly selected and assigned to an experimental group as well as a control group. The experimental group was taught for 36 sessions, using the Barton’s method at two levels, and ten lessons were provided to improve the reading skill. The reading comprehension and reading attitude instruments were employed for the measurement of the attitude and comprehension before and after the intervention program. Results: The analysis of covariance showed a significant difference between the control group and the experimental group following the Barton intervention program. Conclusion: This study showed that dyslexic students learned to read, and a more direct instruction related to decoding could influence their progress more than the general exposure to education

The effectiveness of the Barton intervention programme on reading skills of dyslexic students

The purpose of this study was to determine the effectiveness of the Barton intervention programme on reading skills of dyslexic students. This study used an experimental design. The population included 138 fourth and fifth graders of male and female dyslexic students in Ilam, Iran. A total of 64 dyslexic students were randomly selected and assigned into two groups, namely; the control group and the experimental group. The experimental group received three months of treatment. Pre-test and post-test for the reading skills (i.e. reading recognition, reading fluency and reading comprehension) were carried out on the students to measure their reading skills. The reliability of the reading skills was also confirmed. In addition, the content validity of the scales was investigated using the judgments of 10 psychology experts, whose expert knowledge also confirmed the scales. The analysis of the findings using the Multi-variate Analysis of Variance and the Analysis of Variance showed a significant difference between the control and experimental groups after the treatment of Barton intervention programme, i.e. at p< .000

The effectiveness of the intervention program on the attitude and self-concept of students with Dyslexia.

The purpose of this study is to investigate the effect of the Barton Intervention Program on the attitude and self-concept of dyslexic students. The Dyslexia Screening Instrument (DSI), and Reading Text were employed in order to identify the dyslexic students in schools in Ilam, Iran. The population of the study included 138 dyslexic students studying in elementary schools in Ilam, Iran and from this population, 64 students were selected randomly and assigned equally to an experimental group and a control group (32 students in each group). The experimental group was taught for 36 sessions using the Barton method, in two levels, and ten lessons were provided to improve their reading skills. Reading attitude and self-concept to read instruments were employed to measure their attitude and self-concept, before and after the intervention program. The reliability of the reading attitude and self-concept were confirmed. The content validity of the scales was investigated using the judgment of 10 psychology experts. The analysis of the finding through independent t-test showed a significant difference between the control group and the experimental group after the intervention, at ρ<0.000

Effectiveness of Persian-adapted Barton reading program on reading self-concept and attitude, and motivation towards reading among dyslexic student

This research dealt with the effects of the Persian Adapted Barton program on reading self-concept, motivation toward reading, reading attitude and reading skills. The study included 64 students with dyslexia, from grades 4 and 5 in a public school in Ilam, Iran. The subjects were randomly assigned equally to two groups, namely the control and the experimental groups with each group consisting of 32 dyslexic students. The Persian Adapted Barton program was used as the research intervention for the experimental group, for a period of three months. The scales for reading attitude, reading self-concept, motivation toward reading, and reading skills were employed for the measurement of the above variables. Pretest and posttest scores on reading attitude, reading self-concept, motivation toward reading and reading skills were analyzed using repeated measures ANOVA and MANOVA. The results of the posttest indicated significant differences for reading self-concept, reading attitude, motivation toward reading and reading skills between the control and experimental groups. The results from repeated measures ANOVA illustrated statistically significant differences in reading self-concept (F=18.65, p=.001), reading attitude (F=42.79, p=.001) and motivation toward reading (F=34.22, p=.001) between the experimental and control groups. Furthermore, the results from MANOVA in reading skills (comprehension, phonics, fluency) showed statistically significant difference (F=6.31, p =.001) between the experimental and control groups. Findings showed that the Persian Adapted Barton program was effective in improving motivation toward reading, reading self-concepts, reading attitude, and reading skills of dyslexic students